Layering identities as artist, advocate, and theatre educator: reflecting beyond experiences

ABSTRACT

This study examines the negotiation of identities by teacher candidates and early-career theatre educators. Focusing on reflections written by teachers (n = 14) in a foundational course on theatre education, we considered how they develop a perspective beyond their own personal experiences in theatre and theatre classes. Participants focused on theatre class as a place where students can feel safe to be human, feel a sense of belonging, and develop creative and practical skills. They also identified the ways that theatre classes enrich students’ other school experiences. We found evidence of an important shift in which teachers take on the identity of both artist and educator, and noted that this shift allows them to take on a new layer as arts advocate.

KEYWORDS:

• Drama education
• theatre education
• reflection
• teacher education
• identity

Disclosure statement

No potential conflict of interest was reported by the author(s).

Statement of institutional review board approval

This research was approved by George Mason University’s Institutional Review Board, IRB #1575551. All participants consented to participate in the project.

Additional information

Notes on contributors

Mimsi Janis

Mimsi Janis is an Assistant Professor of Theatre, and the Head of Theater Education at George Mason University. Her research and teaching focus on performance, teacher education, and theatre for social justice.

Nancy Holincheck

Nancy Holincheck is an Assistant Professor of STEM Education at George Mason University. Her research and teaching focuses on supporting inservice teachers as they develop more equitable classroom practices within and beyond STEM classrooms.